The job satisfaction and effectiveness of principals, theeffectiveness of their schools, and relationships among those threevariables were investigated by questionnaires and interviews involvingelementary school teachers, principals, and area superintendents inAlberta. Job satisfaction of principals was closely associated with theeffect of the job on their personal lives, and it was highest in respectof working relationships with teachers and students. An appropriateschool climate emerged as the most important and most effectiveindividual aspect of the performance of schools, but a multidimensionalperspective was supported. Effective principalship was seen to encompassmany high priority areas, and principals overall effectiveness relatedmost strongly to their decisionmaking effectiveness. Principals jobsatisfaction was only weakly associated with the effectiveness ofschools and principals, but the two effectiveness variables weresignificantly related. Teachers and area superintendents tended to ratethe effectiveness of schools less positively than did principals.
Journal of Educational Administration – Emerald Publishing
Published: Jan 1, 1991
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